Programming Documents for Pre-K for SA - The City of San Antonio

o Serve 2,800 new children and an additional 425 children with a sliding
scale, bringing total children served to 3,800, of which 500 are sliding scale.
o Continued investment in model centers for 700 children.
o Ongoing outreach and support for parents to emphasize importance of pre-
K and increase participation and attendance.
o Mentoring and ongoing professional development for all pre-K teachers and
leaders that is focused on raising student achievement at model centers
o Ongoing classroom materials and supplies.
o Ongoing investment in common assessment for all pre-K children citywide
that includes training, support, and data collection.
• Years Three to Five:
o Investment in additional high-performing centers who replicate model-center
approach for up to 800 children of the 3,800 children currently funded (with
option for up to 120 of the 500 at sliding scale children to participate).
o Technical support to districts and Head Start providers willing to implement
high-quality model-centers model.
o Ongoing outreach and support for parents to emphasize importance of pre-
K and increase participation and attendance.
o Technical support to districts and Head Start providers on effective early
education implementation strategy.
o Mentoring and ongoing professional development for all pre-K teachers and
leaders that is focused on raising student achievement.
o Ongoing classroom materials and supplies.
o Continued investment for up to 3,300 children in full-day pre-K, including up
to 500 children at sliding scale level of investment.
o Continued investment in model centers for 700 children.
o Ongoing citywide professional development at the model centers.
o Ongoing investment in common assessment for all pre-K children citywide
that includes training, support, and data collection.
Predictive Success Factors and Indicators
Rather than design a set of activities and best practices, it’s important to know what
factors will predict success for this investment — and to tie the investment to these
predictive factors. The research converges on four core areas that predict success in
kindergarten readiness and sustained success through elementary school:
• An academic/cognitive approach with a specific focus on literacy (reading) and
numeracy (math).
• Rigorous expectations for staff around professional development.
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